Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children
Ho, Connie Suk-Han, Yau, Pamela Wing-Yi, and Au, Agnes (2003) Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In: Reading Development in Chinese Children. Greenwood, pp. 51-71.
|PDF (Published Version) - Repository staff only - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader|
View at Publisher Website: http://dx.doi.org/10.1336/0897898095
There have been numerous studies examining reading development in alphabetic languages in the past decades. Similar research in Chinese only received attention in recent years (e.g., Ho & Bryant, 1997., 1997b; Huang & Hanley, 1995, 1997). Interestingly, more research efforts have been devoted to investigating reading than spelling development. Some research findings have shown that reading and spelling development are inextricably linked to each other, in that reading development facilitates growth in spelling and vice versa (e.g., Bruck & Waters, 1990; Ehri, 1991, 1997; Juel, Griffith, & Gough, 1986). Both reading and spelling may rely on the same or similar sets of lexical and orthographic knowledge. However, other research fmdings have shown that there is a distinct developmental path for early reading and spelling (e.g., Caravolas, Hulme, & Snowling, 2001; Ellis & Cataldo, 1990). For instance, Caravolas el al. (2001) reported that predictors of early reading skills and skills were different. Phonological spelling skill was found to predict reading, but reading did not predict phonological spelling skill. They also reported that phonological spelling skill, logether with orthographic knowledge developed through reading, predicted the development of conventional spelling skill. Thus, it seems to us that reading and spelling development are at least indirectly related through the role of orthographic knowledge in reading and spelling. In this chapter, we will report an original study examining the development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children.
|Item Type:||Book Chapter (Research - B1)|
|FoR Codes:||17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1702 Cognitive Science > 170204 Linguistic Processes (incl Speech Production and Comprehension) @ 100%|
|SEO Codes:||97 EXPANDING KNOWLEDGE > 970117 Expanding Knowledge in Psychology and Cognitive Sciences @ 100%|
|Deposited On:||11 Mar 2010 14:41|
|Last Modified:||12 Feb 2011 03:23|
Last 12 Months: 0
Repository Staff Only: item control page